This article studies the relationship between art and mathematics education. The fundamental question is "how can art and mathematics be related and contribute to the teaching of geometry, where not only mathematical knowledge is at stake, but also the development of aesthetics and visualization?". We focus on the relationship between art and education, emphasizing the use of this relationship in mathematics education. We try to understand that mathematical knowledge is not typical in works of art, but is a possible element for organizing the pictorial space and the thoughts of the artist. Thus, two works are analyzed in order to demonstrate how art and mathematics can be related to mathematics education. Finally, we will conclude that art and mathematics can be linked through the exercise of thought, by taking into consideration the mathematical aspect as a working suggestion in order to help to see the art.
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